Africa: African Culture (African food news culture) Folktales

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If you like honey, fear not the bees. -African Proverb

Sunday, December 17, 2017

Coconut Fish and Rice Banana Leaf Recipe

Coconut Fish and Rice Banana Leaf Recipe

Banana Leaf Recipe

Banana leaves are used for cooking, wrapping and food serving in a wide range of cuisines in tropical and subtropical Africa.

Coconut Fish and Rice Banana Leaf Recipe

Banana leaves impart an aroma to food that is cooked in or served on them; steaming with banana leaves imparts a subtle sweet flavor and aroma to the dish. The leaves are not themselves eaten and are discarded after the food is eaten. Besides adding flavor, banana leaves are perfect for cooking cook fish, vegetables, rice or just about anything.

Banana leaves are used for baking wrapped food in the same way you would use tin foil or parchment paper. It is important to know banana leaf packets should be placed in a baking dish so the juices don't drip to the bottom of your oven.

Banana leaf

Coconut Fish and Rice Banana Leaf Recipe

4 small any fish fillet
2 cups any rice
4 ripe bananas, peeled, halved lengthways, then crossways
½ cup coconut milk
½ teaspoon salt
½ teaspoon ground ginger
½ teaspoon allspice
1 teaspoon ground red pepper
1 tablespoon vegetable oil
4 large banana leaves

In a saucepan add rice, stir in the coconut milk and spices. Bring to a simmer and cook for 4-6 minutes, or until the coconut milk has been absorbed and the rice is thick and sticky. Cool for 5-10 minutes.

Soften the banana leaves by microwaving for a few minutes. Place one heaping tablespoon of cooled rice in the center of the leaf. Next, add a single piece of banana, followed by 1 fish fillet then another tablespoon of rice on top, fold the sides of the leaves over and tie. Repeat with the remaining banana leaves, fish, rice and banana. 

Half-fill a large steamer or saucepan with water and bring to a rapid boil over high heat. Place the finished banana leaves in steamer basket, and set it over the pan of water. Steam for 30 minutes. Serve warm and enjoy.

Cooking and Selling Bananas in Africa

In Africa, more than 90 percent of harvested bananas are consumed locally.

Cooking bananas in Ghana

Banana market in Kenya 

Selling bananas and eggs in Mozambique

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Saturday, December 16, 2017

Ghanaian Abenkwan Seafood Stew Recipe

Abenkwan Ghana Seafood Stew
Ghana Seafood Stew

Abenkwan Ghana Seafood Stew

Abenkwan Ghana Seafood Stew

Explore and Understand Africa Through Her Food and Culture
African food recipe
Cleaning fish in Ghana
Abenkwan is a classic easy-to-follow Seafood-Stew of Ghana. Abenkwan hearty traditional Ghanaian stew is easy to make filled with fish, shrimp, garden eggs and palm oil this traditional stew from Ghana is delicious.

Abenkwan Ghana Seafood Stew

Serves 4
Ghana food
1 cup crab meat
3 tilapia fillet or any white fish
Abenkwan Ghana Seafood Stew1 pound peeled and deveined shrimp
¼ cup palm oil (optional if you are palm oil free)
3 garden eggs (small eggplants) cut into quarters
2 cups onions, finely chopped
2 bell peppers, finely chopped
2 large tomatoes, diced
2 cups okra, chopped
2 bunches scallions, finely chopped
1 punch parsley, finely chopped
1 very hot pepper, chopped
Salt to taste
Water to cover

Heat oil in a large pot over medium heat. Sauté onions, bell pepper about 3 minutes add remaining ingredients except seafood and cover with water. Reduce heat to low and simmer 15 minutes. Add seafood and cook an additional 10 minutes. 

Did you know?

We all share the same oceans, keep our oceans healthy and choose sustainable seafood.


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Friday, December 15, 2017

School Issues in Africa Today

School Issues in Africa Today

There can be no development in Africa without education

Africa below the Sahara desert has over one-fifth of children between the ages 6 and 11 out of school, followed by one-third of youth between the ages of about 12 and 14. According to UNESCO Institute for Statistics (UIS) data, almost 60 percent of youth between the ages of about 15 and 17 are not in school.

School Issues in Africa Today

The quality of education is one of the critical factors affecting the development and learning achievement of young people today. While the notion of education quality is often difficult to define, there are some basic features which are considered key to educational outcomes. These include the quality of the teaching workforce, the availability of adequate educational resources, a supportive learning environment, and suitable access to basic services in instructional settings such as sanitation, clean water and electricity all of these are important for the promotion of learning and educational performance.

In Africa below the Sahara desert, the average class size in public primary schools ranges from 26 pupils in Cabo Verde to 67 in Chad.

Click on the images below
Ethiopia school girls
Zambia school girls
Burkina Faso school boys
Somalia school child

The level and quality of basic services in a school are important factors that can have a significant and positive impact both on child health and education outcomes. Studies show that safe, adequate water and sanitation facilities in schools, coupled with hygiene education, reduce the incidence of diarrhea and other water-borne diseases.

Furthermore, inadequate access to sanitation may have a negative impact on enrolment and attendance, especially of girls, and on school performance. A lack of toilets which are clean, safe and ideally segregated is bound to discourage children, especially girls, from attending school regularly. In 1 out of 3 countries with available data, more than one-half of schools have no toilets. Shortages are particularly severe in five countries: Chad, Côte d’Ivoire, Equatorial Guinea, Madagascar and Niger, where at least 60 percent of schools are without toilets.

Class size and class organization are issues that are often debated in relation to education quality. It is generally recognized that larger classes result in lower educational achievements, especially in the early years of schooling. Large classes or multi-grade classes can be difficult for teachers to manage, may result in the adoption of less effective methods of teaching, and often limit the amount of individual attention and guidance students receive. In most countries reporting data, the supply of reading and mathematics textbooks for pupils in public primary schools is not sufficient.

In Guinea, Mali, Niger and Togo, multi-grade classes are on average larger than single-grade classes. There are over 70 pupils per class in Mali where nearly 20% of pupils are taught in multi-grade classes. Four countries (Burundi, Malawi, Mauritius and Rwanda) report having no multi-grade classes. The vast majority of multi-grade classes cover two grades. However, Cape Verde, Chad, the Congo, Guinea, Madagascar, Mali and Niger report classes that cover three or more grades. In Madagascar and Mali, up to one-quarter of multi-grade classes have at least three grades.

The education system in Chad is of particular concern, since studies have shown that in the African context classes exceeding 70 pupils have a negative effect on children’s learning. In fact, it has been demonstrated that – regardless of student grouping – when classes reach this critical size the learning outcomes are generally negative. The availability of educational material, such as textbooks and manuals, is another factor that influences education quality. Several studies in Africa have documented the strong positive effects of textbooks on learning achievement.

Moroccan School

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Mental Discovery

The eye never forgets what the heart has seen - African Proverb

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African Proverb
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